CENTRAL TO THIS DISCUSSION OF LABORATORY TRAINING IS THE PROPOSITION THAT, IN DESIGNING LABORATORY EXPERIENCES, ONE MUST CONSIDER THE INDIVIDUAL AND THE NATURE OF THE HUMAN PERSONALITY. BASIC NEEDS FOR SELF AWARENESS, SELF ACCEPTANCE, AND INTERPERSONAL COMPETENCE ARE MET THROUGH GROUP, INTERGROUP, AND SOCIAL SYSTEMS. SELF ACCEPTANCE IN PARTICULAR COMES FROM PSYCHOLOGICAL SUCCESS, BASED IN TURN ON PROBLEM IDENTIFICATION AND SOLUTION BY THE LEARNER HIMSELF. LABORATORY DESIGNS SHOULD STRESS MEMBERS' RESPONSIBILITY FOR THEIR OWN REEDUCATION, HERE AND NOW (T GROUP) DATA, THE EXCHANGE OF HELPFUL FEEDBACK, AND TRANSFERABILITY OF LEARNING. IN SOME TYPES OF LABORATORIES, HOWEVER, INSIGHT AND GRATIFICATION OCCURRING UNDER CONDITIONS OF PSYCHOLOGICAL FAILURE AND MINIMUM ESSENTIALITY MAY NOT ONLY LEAD TO NARCISSISM, DEPENDENCE ON THE EDUCATOR, EMPHASIS ON DIAGNOSIS OF PROBLEMS OUTSIDE THE T GROUP, AND DECREASED GENERALIZABILITY OF LEARNING, BUT MAY ALSO IMPAIR PROFESSIONAL BEHAVIOR AND SYSTEMATIC THEORY BUILDING. MORE RESEARCH IS NEEDED ON DIFFERENT STYLES OF INTERVENTIONS, THEORIES OF LEARNING, IMPACT UPON THE MEMBERS, BACK HOME CONSEQUENCES. (THE DOCUMENT INCLUDES 14 REFERENCES AND A LIST OF PUBLICATIONS.) IT IS AVAILABLE, FOR $2.00, FROM THE NATIONAL TRAINING LABORATORIES, 1201 16TH STREET, N.W., WASHINGTON, D.C. 20036. (LY)